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Year 1 Block A  Counting, partitioning and calculating  Unit 1
Date: Teacher:
Building on previous learning check that children can already;Notes from previous year/unitsolve practical problems involving counting, including counting on, measuring, comparing, ordering, adding, subtracting or partitioning objects
say and use the number names in order in familiar contexts and recognise numerals 1 to 9
know that numbers identify how many objects are in a set and match sets of objects to numerals
count aloud in ones, twos, fives or tens
find one more or one less than a number from 1 to 10
select two groups of objects to make a given total of objects
relate addition to combining two groups of objects and subtraction to 'taking away' VocabularySpeaking and Listeningpattern, answer, number sentence, sign, operation, explain, show me, read, write, record, count, compare, order
the same number as, as many as, equal to, equals ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET ), sign, more, most, less, least, greater, greatest, larger, largest, bigger, biggest, fewer, fewest, smaller, smallest, before, after, halfway
add, plus ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET ), makes, sum, total, altogether, subtract, minus (), take away, leaves, difference
one, two, three, ..., hundred; first, second, third, ...; ones, tens, 'teens' number, exchange, digit
how many ...?, how many more to make ...?, how many more is ... than ...?, how much more is ...?, how many fewer is ... than ...?, how much less is ...?, what is the difference between ...?
odd, even, pair, double, near double, half, halveAsk and answer questions, make relevant contributions, offer suggestionsMathematics in Science
Sorting and using materials: When sorting a collection of objects, identify which of two sets contains more and count the number in each set.
ObjectivesEndofyear expectations (key objectives) are highlighted Children's learning outcomes in italicAssessment for learningDescribe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures I can talk about how I solve problems using counting How did you find out how many more pencils were needed so that the children had one each? What did you have to do to check that we had the same number of coins before and after the children worked with the till?
What did you need to know? How did you work it out? What did you use to help? Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by countingI can count up to 20 objectsI know that the number of objects does not change even if I move the objects around How many 10pence coins are in the purse?
How do you know you have that number?
How do you know you have counted every coin?
How could you check your answer?Compare and order numbers, using the related vocabulary; use the equals ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET ) sign I can compare numbers up to 20 and say which number is bigger Would you rather have 9 pence or 15 pence? Why?
Look at these numbers: 3 12
Which number is bigger? Can you use objects/a number track to show how you know? What other numbers are bigger than 3 but not as big as 12? Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number lineI know how to write numbers up to 20I can read numbers on a number track Can you think of a number that has a straight line in it? Write it in the air. Do you know any more? Which numbers less than 20 are formed from only straight lines?
Look at the number grid: INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y1MaBAf2.gif" \* MERGEFORMATINET
Write the number 14 in the correct place. How did you know? What will the largest number on this grid be? How do you write that?Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 1I can work out the number that is one more or one less than numbers up to 20 There are seven beads in this pot. I am putting one more bead in the pot. How many are in there now? How did you know? How can you check?
This time there are ten beads in the pot. I take out one bead. How many beads are left in the pot? How did you know? How can you check?
Start with a different number of beads in the pot. Ask your partner to put another bead in or take one out and then say how many there are in the pot. How will you know if your partner is right? Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a onedigit number or a multiple of 10 to a onedigit or twodigit numberI can add two onedigit numbers How many ways can you show me that 3 add 5 is 8?
Can you show me using counters? Can you put something on paper to show it? How can you show it using a number track?
There are six pencils in this paper bag. Put three more in the bag. Can you say how many there are in the bag now, without looking inside? How could you check your answer?Understand subtraction as 'take away' and find a 'difference' by counting up; use practical and informal written methods to support the subtraction of a onedigit number from a onedigit or twodigit number and a multiple of 10 from a twodigit numberI can use objects to take away a small number from any number up to 20 Here are some cubes. Show me how to use them to work out 9 take away 4. How could you record that as a number sentence?
Make up a 'take away'/subtraction question and show me how to do it.
Use number cards 1 to 10. Choose a card and pick up that number of cubes. Can you work out how many more cubes you need to make 10? How did you work it out? Can you put something on paper to check your answer? Can you use a number track to show that you are right? Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentencesI can talk about adding/subtracting I can record additions/subtractions Use five toy cars and a garage to make different number stories like this:
1 car is in the garage and 4 cars outside, which is 5 altogether1 add 4 makes 5 1 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 4 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 5
Now use five cars to make stories like this:
5 cars are in the garage. One drives away, which leaves 4 cars 5 take away 1 leaves 4 51 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 4 Ask and answer questions, make relevant contributions, offer suggestionsI can ask and answer questions about counting, adding and taking away What could you do to find out which of these two rods has more cubes, and how many more cubes it has? Change the number of cubes in the rods and ask you partner to work out which has more. How will you know if your partner is right?
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